Creating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views, discovering unexpected connections between our starting points and its rich environment. But the point from which we started out still exists and can be seen, although it appears smaller and forms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up.
Most teachers waste their time by asking question which are intended to discover what a pupil does not know whereas the true art of questioning has for its purpose to discover what pupils knows or is capable of knowing.
No man can quite emancipate himself from his age and country, or produce a model in which the education, the religion, the politics, usages, and arts, of his times shall have no share.
The youthful brain should in general not be burdened with things ninety-five percent of which it cannot use and hence forgets again... In many cases, the material to be learned in the various subjects is so swollen that only a fraction of it remains in the head of the individual pupil, and only a fraction of this abundance can find application, while on the other hand it is not adequate for the man working and earning his living in a definite field.
Women should marry when they are about eighteen years of age, and men at seven and thirty; then they are in the prime of life, and the decline in the powers of both will coincide.
Youth should be kept strangers to all that is bad, and especially to things which suggest vice or hate. When the five years have passed away, during the two following years they must look on at the pursuits which they are hereafter to learn. There are two periods of life with reference to which education has to be divided, from seven to the age of puberty, and onwards to the age of one and twenty.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.
What greater or better gift can we offer the republic than to teach and instruct our youth?
[Lat., Quod enim munus reiplicae afferre majus, meliusve possumus, quam si docemus atque erudimus juventutem?]
I turn my eyes to the schools & universities of Europe And there behold the loom of Locke whose woof rages dire, Washed by the water-wheels of Newton. Black the cloth In heavy wreaths folds over every nation; cruel works Of many wheels I view, wheel without wheel, with cogs tyrannic Moving by compulsion each other: not as those in Eden, which Wheel within wheel in freedom revolve, in harmony & peace.